Middle States Commission on Higher Education … States Commission on Higher Education 3624 Market Street, Philadelphia, PA 19104-2680 Phone: 267-284-5000 Fax: 215-662-5501 Team Report

Middle States Commission on Higher Education 3624 Market Street, Philadelphia, PA 19104-2680 Phone: 267-284-5000 Fax: 215-662-5501 www.msche.org

Team Report to the Commission on Higher Education

LIM College

Dates of Evaluation: March 26-29, 2017

The Evaluation Team Representing the

Middle States Commission on Higher Education

Section A: Team Members, Titles, and Institutional Affiliation

Dr. Paul Hennigan, Team Chair President

Point Park University

Dr. Mohua Bose Institutional Outcomes Assessment Facilitator

Excelsior College

Dr. Erin DiMarco Senior Vice President

Wilmington University

Dr. Barbara Ann Frey Senior Instructional Designer

University of Pittsburgh

Dr. Christina A. Hannah Collegiate Professor

(Retired)

Mr. Jeffrey Williams Senior Vice President and Chief Operating Officer

Capitol Technology University

Dr. Joel Worden Associate Professor

Goldey-Beacom College

http://www.msche.org/

LIM College Team Report (2)

Section B: Institutional Representatives at the Time of Visit

Officers of the Institution at the time of the visit:

President/CEO

Ms. Elizabeth S. Marcuse

12 East 53rd Street

New York, New York 10022

(212)752-1530

Chief Academic Officer

Dr. Christopher J. Cyphers

Provost

12 East 53rd Street


Accreditation Liaison Officer Dr. Jacqueline LeBlanc

Vice President for Planning and Assessment

12 East 53rd Street


Chair of the Board of Directors

Mr. William Borner

334 West 86th Street

New York, NY 10024


Section C: Team Findings

I. Institutional Overview: Context and Nature of the Visit

Founded in 1939 by retailing executive Maxwell F. Marcuse, LIM College has educated students

in the business of fashion through a hands-on, concentrated professional program for 77 years.

The College offers Associate’s, Bachelor’s and Master’s degrees in business, with a focus on

fashion and its related industries. It currently enrolls 1499 Undergraduate and 221 Graduate

students.

LIM College is a Private (For Profit) institution. LIM was the first proprietary college to receive

accreditation from the Middle States Commission on Higher Education.

LIM College is approved to grant credentials at the following levels: Postsecondary Award;

Certificate/Diploma (< 1 year); and degrees at the Associate's, Bachelor's, and Master's levels.

Currently, the College offers the following degree areas:

● Associate in Applied Science (AAS) ● Associate in Occupational Studies (AOS) ● Bachelor of Professional Studies degree (BPS) ● Bachelor of Business Administration degree (BBA) in Fashion Merchandising,

Marketing, Visual Merchandising, and Management ● Bachelor of Science (BS) in International Business, Fashion Media ● Masters of Professional Studies (MPS) in Fashion Merchandising and Retail

Management, Fashion Marketing, Visual Merchandising, and Global Fashion Supply

Chain Management

LIM College has no branch campuses and no additional locations.

It is fully approved for distance education programs and, in 2016, the College launched its first

fully online Master’s of Professional Studies (MPS) in Fashion Merchandising & Retail

Management as well as Fashion Marketing.

LIM College used the comprehensive self-study model, as outlined by the Commission’s

Collaborative Implementation Project (CIP).

A Steering Committee, representing the LIM College stakeholders, conducted a review of the

LIM mission statement, developed an outline for the self-study, appointed study groups for each

topic, and compiled the documentation roadmap. Eighty-eight individuals were appointed to the

various study groups, including seven adjunct faculty, five students, and one alumna.

The self-study has seven sections, each corresponding to a Standard for Accreditation.

Fulfillment of the Requirements of Affiliation is indicated at the start of each section. One

hundred appendices (the Documentation Roadmap) present evidence in support of the standards

and requirements.


LIM College realizes the intent of its mission, values, and goals, within the framework of its

institutional priorities:

Maintaining student focus

Promoting teaching excellence

Refining and strengthening experiential education

Achieving internationalization

Building collaboration and communication

Focusing on improvement

II. Evaluation Overview

The team reviewed the self-study document materials and documentation roadmap, and has

made one recommendation and 17 suggestions.

Some of the noteworthy areas of accomplishments, progress, and improvement are:

1. LIM College’s approach to incorporating core values in its revised 2015 mission

statement serves as a model for best industry practices. (See Standard 1)

2. The LIM College community’s awareness of and commitment to the Strategic

Planning process is exceptional. The plan permeates all of their operational

activities and culture. (Standard 6)

3. The team recognizes LIM College’s exemplary efforts in promoting, maintaining,

and communicating affordability. (See Standard 2)

4. The team affirms the usefulness of the College’s decision to create a position for

Director of Faculty Development. (See Standard 3)

5. LIM College’s evaluation of its educational and student service departments is

exceptional, systematic and comprehensive in its efforts to improve the student

experience. (Standard 4)

6. Consistent with its mission of fostering a connection between real-world

experience and academic study in business principles, LIM is uniquely focused on

preparing students for successful careers in their field. (Standard 5)

7. LIM has a clear and well-established governance structure and associated policies

and processes. The Board and senior leadership appear exceptionally

knowledgeable, actively involved, and committed to the success of the institution,

its mission, and its students. (Standard 7)

Finally, as an area of improvement, the team recommends that LIM provide more robust

evidence that students are achieving key program learning outcomes in undergraduate degree

programs. Standardized assessments provide limited sources of information because they are not

perfectly aligned with specific degree program learning outcomes. The College has begun to

recognize this limitation and is initiating alternate assessments.

III. Compliance with Accreditation Standards

The following is the report of the Evaluation Team


Standard I: Mission and Goals

The institution’s mission defines its purpose within the context of higher education, the

students it serves, and what it intends to accomplish. The institution’s stated goals are

clearly linked to its mission and specify how the institution fulfills its mission.

Summary of Evidence and Findings

Based on a review of the self-study, other institutional documents, and interviews with faculty,

staff, students, and others, the team developed the following conclusions relative to this standard:

● LIM College’s focus on preparing its graduates for “success in the global fashion and

related industries” is expressed clearly and concisely in its mission statement.

● The mission statement reinforces ideas central to LIM’s purpose, which are fundamental

to its success. This includes the College’s commitment to an experiential education that

enables graduates to use what they learn to improve practice, to think critically, to

contribute creatively, to compete successfully, and to contribute as “responsible citizens

of a global society.”

● LIM’s mission statement was reviewed and revised in 2015, and now includes core

values and the Institution’s four core goals.

● LIM’s nine strategic initiatives and associated goals align logically with and support the

College’s mission and core values, capturing the commitment to a responsive curriculum,

experiential learning, a student-centered environment, and a global perspective.

● LIM’s 2012 – 2019 Strategic Plan was developed using a comprehensive, inclusive, and

rigorous process. The Plan serves as a guide for budget decisions, assessment

of institutional effectiveness, and evaluation of opportunities for future growth and

development.

● LIM’s mission statement and related goals were approved by the Institution’s Board of

Directors. The mission and goals define LIM’s purpose and serve to guide its initiatives

and operations.

STANDARD I

In the team’s judgment, the institution appears to meet this standard.

Significant Accomplishments, Significant Progress, or Exemplary/Innovative Practices: ● LIM’s approach to incorporating core values in its revised 2015 mission statement serves

as a model for best industry practices. Representatives from key stakeholder groups were

engaged and have contributed actively during all stages in the values identification,

approval, and implementation process. Values were communicated in workshops

designed to help identify and inform ongoing organizational improvements. Evidence of

attention to core values was built into the performance review process.


Suggestions: ● None

Recommendations: ● None

Requirements: ● None

REQUIREMENTS OF AFFILIATION #s 1 and 7

In the team’s judgment, the institution appears to meet Requirements of Affiliation #s 1 and 7.


Standard II: Ethics and Integrity

Ethics and integrity are central, indispensable, and defining hallmarks of effective higher

education institutions. In all activities, whether internal or external, an institution must be

faithful to its mission, honor its contracts and commitments, adhere to its policies, and

represent itself truthfully.




● The team finds LIM has and adheres to policies and procedures designed to ensure

integrity across the institution. The College clearly supports freedom of expression and

respect for intellectual property rights, which is demonstrated by policies in the Faculty,

Employee, and Student Handbooks. In addition, a proactive social media policy

safeguards the LIM College reputation and provides faculty, staff, and students with

guidelines for managing this rapidly-changing online arena.

● LIM College meets expectations for a climate of respect and inclusion. The initiative to

serve international students is noted in the Strategic Plan and was reinforced in interviews

during the visit. LIM recognizes international students require comprehensive support

services, including assistance with documentation, housing, and personal lifestyle

management. Internationalization has involved significant curricular enhancements that

promote multiculturalism awareness and understanding. LIM has achieved an increase in

the diversity of its faculty and staff over the last three years.

● The LIM College student and employee grievance procedures are well documented and

disseminated to the campus community through the Student and Employee Handbooks.

Performance and behavior expectations are clear, and the grievance policies provide

protocols to respectfully express concerns. The Student Code of Conduct is included in

the Student Handbook.

● LIM College’s Conflict of Interest (COI) policy is published in the Employee Handbook.

● There is evidence of LIM College’s fair and impartial hiring, evaluation, and promotion

practices in the Employee Handbook. Faculty earn promotions through personal initiative

and the development of professional portfolios to support their advancement. The

employee Performance Appraisal Templates were recently updated to align performance

behaviors with the four institutional values of academic excellence, collegiality, ethical

behavior, and student focus.

● LIM College supports truthfulness in recruiting and admissions practices. To ensure

information shared with the public is accurate, LIM has established several protocols. For


example, a team of administrators including the President reviews and approves all press

releases before they are distributed to external parties. To help ensure accuracy, when a

faculty or staff member is contacted by the media regarding a story about any person or

event related to the College, statements are vetted by the Director of Communications.

All publications (e.g., catalogs and websites) are reviewed and approved by the Executive

Committee for consistency and accuracy.

● LIM College adheres to federal legislation requirements such as FERPA, Title IX, EEOC

guidelines, the Higher Education Act, Americans with Disabilities Act, Drug Free School

and Communities Act, and the Clery Act.


Significant Accomplishments, Significant Progress, or Exemplary/Innovative Practices:

● The team recognizes LIM College’s exemplary efforts in promoting, maintaining, and

communicating affordability. LIM shows a 2016-17 tuition of $25,725, which is

significantly lower than competitor private colleges. Over the past five years, the

percentage increase in tuition for LIM College is lower than average compared to Middle

States and New England competitors. The intensive one-to-one student consultations with

financial aid representatives likely contribute to a loan default rate that is significantly

lower than the national average.

Suggestions: ● The team supports LIM College’s suggestion to annually undertake a review of the

Faculty, Employee, and Student Handbooks.

● To increase student awareness of the importance of honesty and academic integrity, LIM

might consider adding the Academic Integrity statement to the syllabus template.


Requirements:

● None

REQUIREMENT OF AFFILIATION is not applicable


Standard III: Design and Delivery of the Student Learning Experience

An institution provides students with learning experiences that are characterized by rigor

and coherence of all program, certificate, and degree levels, regardless of instructional

modality. All learning experiences, regardless of modality, program pace/schedule, and

setting are consistent with higher education expectations.




● Based on the course requirements outlined in each degree program check sheet, as well as

examination of sample syllabi, courses at LIM College coherently progress in a way that

develops students’ levels of learning.

● With a student/teacher ratio of 8:1 in the undergraduate program and 6:1 in the graduate

program, the College has sufficient faculty to support student learning at the institution.

These faculty members are regularly engaged in both scholarly and practitioner activities,

qualifying them for the work they do and ensuring the relevance of their teaching

materials. Although the review process has recently changed, the faculty are annually

reviewed based upon criteria that are readily available in the Faculty Handbook.

● The Undergraduate and Graduate Catalogs accurately reflect the degree offerings and

requirements of the College. Students attest to the ease with which they can register

online for courses or consult with advisors regarding degree paths. However, transfer

students and students who switched majors reported experiencing difficulty determining

their course sequencing and graduating within their expected time frame.

● LIM’s Undergraduate Catalog, Graduate Catalog, study abroad opportunities, and

Department of Experiential Education & Career Management together demonstrate that

students are afforded learning opportunities that align with the College’s mission to

enable students to succeed in the global fashion industry. The depth and breadth of

coursework available to students is sufficient.

● Efforts of contributors such as the library staff, career advisors, and Writing and Math

Center staff ensure that the College is offering adequate learning support to its student

population.

● The general education program has been intentionally designed and incorporated into

course sequences so that across the curriculum, students acquire skills including, but not

limited to, critical thinking, writing, public speaking, and information literacy. These

skills are regularly assessed through the College’s Leadership and Negotiation course.


● Graduate courses at the College are taught by seasoned professionals and/or experienced

professors who stimulate meaningful independent research and exploration of ideas.

● Students reported that such rewarding classroom learning experiences depend largely on

the instructor, attesting to some courses feeling more like busywork than the rigorous

learning one may expect from a graduate course.

● At the time of the self-study, the College was using one third party provider, Mod’ Art, to

provide a study abroad learning experience for students. Student assessment of the

program occurred regularly, and students reported being satisfied with their experiences.

Additionally, the accompanying faculty member provided a summary of experiences and

any recommendations or reflections she or he may have had. While not formally

structured, the evaluations were generally thoughtful and useful in ensuring a valuable

learning experience for students.

● LIM College uses a variety of internal and external, direct and indirect assessment tools

to ensure comparable quality of face-to-face and online courses at the undergraduate and

graduate level. Assessments are conducted regularly, as the College not only conducts

student evaluations at the end of courses, but also at the four-week mark, quarter-way

through each course.

STANDARD III


Significant Accomplishments, Significant Progress, or Exemplary/Innovative Practices: ● The Community of Academic Partnerships (CAP) program, in particular, with its

monetary incentive and high level of faculty participation evinces an atmosphere that

promotes the development of teaching excellence and collegiality among faculty

members, both full-time and adjunct.

● The team affirms the usefulness of the College’s decision to create a position for Director

of Faculty Development.

Suggestions: ● The College has noted in its self-study, students affirmed this via interviews, and the

team concurs that students may benefit from improved communication regarding their

academic progress toward graduation so that students are graduating within their

expected timeframes.

● Continued discussion and evaluation of the annual faculty performance evaluation

process is warranted to promote common understanding and buy-in.




REQUIREMENTS OF AFFILIATION #’s 8, 9, 10, and 15

In the team’s judgment, the institution appears to meet Requirements of Affiliation #’s 8, 9, 10,

and 15.


Standard IV: Support of the Student Experience

Across all educational experiences, settings, levels, and instructional modalities, the

institution recruits and admits students whose interests, abilities, experiences, and goals are

congruent with its mission and educational offerings. The institution commits to student

retention, persistence, completion, and success through a coherent and effective support

system sustained by qualified professionals, which enhances the quality of the learning

environment, contributes to the educational experience, and fosters student success.




● LIM College clearly communicates policies and processes to admit and retain students as

evidenced by their admissions policies, new student orientation materials and procedures

for advising and registration.

● The college launched myLIM, which is a mobile-friendly intranet site that allows

students, faculty, and staff to access documents, updates, and announcements in a secure

web-based setting.

● LIM College supports and provides resources to students who may not be adequately

prepared for study by providing programs and assistance through the student ambassador

program, the Sophomore LEAP program, Summer Success Program, peer-to-peer

mentoring programs, Fashion Industry Advisory Board mentors, and the Writing and

Math Centers. Instructors can assign mandatory tutoring hours, through the Writing and

Math Centers, as a requirement to students who are struggling to pass in their respective

courses.

● LIM College presents accurate and comprehensive information regarding expenses,

financial aid administration, scholarship availability, loans, repayments and refunds.

Student Financial Services is the one-stop office for all financial aid and student account

services needs. With the launch of Net Partner, the Office of Student Financial Services

helps families and students finalize their payment choices, and fulfill their payment

obligations.

● Policies regarding the acceptance of transfer and experiential learning credits are clearly

documented.

● The College places a strong emphasis on guiding students throughout their educational

experience as evidenced by the functions and responsibilities fulfilled by the Office of

Academic Success and the Office of Counseling and Wellness. Advising is the initial

point of contact for new undergraduate students. Advisors help coordinate registration

days, discuss academic policies such as drop/add and withdraw, supply paperwork for

transferring in credits, complete degree audits, and facilitate the new student orientation

sessions. The Office of Academic Success manages the First Year Experience course to


freshman. This office plays an important role in enabling students to persist and

graduate. The Office of Counseling and Wellness Services provides personal counseling

for students with mental health needs, special accommodation services for students with

disabilities, and consultation for staff, faculty, students, and their families regarding

students’ mental health and disability needs.

● Policies for the secure maintenance and release of student information are enforced by

the Office of the Registrar. The Registrar is the official custodian of all documents

created by LIM College and are official documents submitted by the students to the

College. Document or information releases are governed by FERPA regulations.

Students and parents are made aware of their FERPA rights through new student

orientations, the Student Handbook, and college catalogs. Individual departments

maintain their own policies and procedures for protecting student information.

● LIM College conducts monthly, quarterly, and annual assessments of their services and

practices for continuous improvement, as evidenced by the administration of the National

Survey of Student Engagement (NSSE), student forums, and annual departmental

assessment reports.

STANDARD IV


Significant Accomplishments, Significant Progress, or Exemplary/Innovative Practices: ● LIM College’s evaluation of its educational and student service departments is

exceptionally systematic and comprehensive in its efforts to improve the student

experience. These changes are communicated to the institution at large through all-

college meetings, College Council, Academic Affairs Council, departmental meetings,

strategic planning meetings, and the College website.

Suggestions: ● As LIM College continues to grow and strategically place emphasis on online learning,

international recruitment, graduate programs, and diversifying the student population, the

College is encouraged to develop a comprehensive service model to ensure the quality

and delivery of student support services.

● The team supports the suggestion noted by LIM College in the self-study report to further

explore and create a College-wide initiative to improve student services by ensuring

cross-collaboration among all departments for efficient follow-up with students, as well

as prioritization of student needs.

● The team supports the research underway to increase efforts dedicated to enhancing the

precision of enrollment assumptions and the tuition revenue projections for developing

budgets and forecasts.


Recommendations:

● None

Requirements:

● None

REQUIREMENTS OF AFFILIATION #’s 8 and 10

In the team’s judgment, the institution appears to meet Requirements of Affiliation #’s 8 and 10.


Standard V: Educational Effectiveness Assessment

Assessment of student learning and achievement demonstrates that the institution’s

students have accomplished educational goals consistent with their programs of study,

degree level, the institution’s mission, and appropriate expectations for institutions of

higher education.




● LIM has stated student learning outcomes at the institution and degree/program levels

that provide relevant educational experiences aligned with the College’s mission of

educating students for success in the global business of fashion and its related industries.

● The College has a documented, systematic, and sustained process to assess student

learning at all levels. Assessments are in place for general education outcomes of writing,

public speaking, and information literacy. Assessment of undergraduate programs is

being conducted via a standardized assessment, and graduate programs utilize in-house

assessments.

● The College is making data-driven decisions based on the use of outcomes assessment

results. The general education outcomes have been consistently measured. Improvements

have been made specifically in the areas of writing, critical thinking, and information

literacy. For undergraduate programs, the College has taken results from the Peregrine

exam on Statistics, Visual graphic skills, and Finance and made changes to the

curriculum. In graduate programs, assessment results are being used to modify the

curriculum on specific learning outcomes.

● The College has a wide array of indirect assessments. Student perceptions are gathered

via a variety of means, ranging from course evaluation forms, National Survey of Student

Engagement (NSSE), student forums, President’s Lunch Forums, and alumni surveys.

The President’s lunch forum process proves to be a robust approach to gather and clarify

with students any issues that may exist, or to address those that surface on NSSE or on

other surveys.

STANDARD V



Significant Accomplishments, Significant Progress, or Exemplary/Innovative Practices:

● Consistent with its mission of fostering a connection between real-world experience and

academic study in business principles, LIM is uniquely focused on preparing students for

successful careers in their field. The Experiential Education & Career Management

department (EECM) provides a 12 credit experiential curriculum. Students are assisted

through resume building services, career advisement, career fairs, guest speakers from the

industry, and Co-op experiences. LIM offers an impressive array of assessments to build

and improve in this area. The resume assessment approach is a clear demonstration of

helping students succeed in their career, the Co-op experience survey demonstrates a

rigorous manner in which feedback is received on LIM graduates in a real-world career

setting, and the “Life Beyond LIM College” gathers graduates’ perceptions.

Suggestions:

● The team affirms the suggestion stated by LIM in the self-study report on comparing the

outcomes of students enrolled in face-to-face MPS programs with those in online MPS

programs.

● The team affirms the suggestion stated by LIM in the Self-Study report on enhancing the

learning outcomes assessment processes for the MPS programs by including value-added

multiple-choice exams to the current capstone assessment.

● While several of the programs have well-defined outcome statements, a few programs

have program outcome statements that are ambiguous and could be redefined to make

them measurable and of an appropriate level of rigor for the degree level.

● LIM uses broad, generic rubrics across many of their courses. While this may build a

degree of consistency in course delivery, such holistic rubrics can foster inconsistency

and subjectivity in scoring. LIM may consider the use of a descriptive/analytic rubric

approach that reduces subjectivity by providing a brief description of expected

performance for each level of rubric criteria, specifically in key assignments that address

general education outcomes and/or program outcomes.

● LIM utilizes multiple indirect assessments to evaluate programs and services. LIM may

consider policies and procedures to prioritize assessments and to better coordinate the

administration of surveys.

● The team suggests that the program learning outcomes for the degree programs be made

available to students and consumers in the website and catalogs for greater transparency,

awareness, and understanding of the degree programs.


Recommendations: ● The team recommends that LIM College provide more robust evidence that students are

achieving key program learning outcomes in undergraduate degree programs.

Standardized assessments provide limited sources of information because they are not

perfectly aligned with specific degree program learning outcomes. The College has

begun to recognize this limitation and is initiating alternate assessments.

Requirements:

● None

REQUIREMENTS OF AFFILIATION #’s 8, 9 and 10

In the team’s judgment, the institution appears to meet Requirements of Affiliation #’s 8, 9, and

10.


Standard VI: Planning, Resources, and Institutional Improvement

The institution’s planning processes, resources, and structures are aligned with each other

and are sufficient to fulfill its mission and goals, to continuously assess and improve its

programs and services, and to respond effectively to opportunities and challenges.




● Institutional objectives both at the institution-wide and departmental level are clearly

identified and appropriately assessed as demonstrated by the creation of the Strategic

Plan, departmental goals, periodic review reports, and the Technology Master Plan. LIM

College engages in a comprehensive strategic planning process that includes developing

and reviewing long-range goals and associated budgets for all departments within the

College.

● Financial planning and budgeting processes are clearly aligned with the College’s

mission and goals, as shown through the strategic budgeting processes, Strategic Plan

2012-2019, budget proposal spreadsheets, and financial audit reports.

● LIM College assesses progress in achieving the Strategic Plan outcomes throughout the

year. LIM College monitors progress toward goals periodically throughout the year. The

College has been able to close the assessment loop by designing and implementing plans

that improve outcomes.

● Processes for improvement are identified following assessment exercises. In the spirit of

continuous improvement, assessment results are communicated throughout the institution

to all constituents, as witnessed by the review of Annual Assessment Reports for

Strategic Plan goals, NSSE results, State of the College Reports, all-college meeting

presentations, external consultation, and evaluations of departments such as Admissions,

Student Financial Services, and Academic Success.

● The College prepares comprehensive plans to assess and address planning activities

relating to facilities, infrastructure, and technology operations. Both the Technology Plan

and Facilities Master Plan are directly linked to LIM College’s strategic initiatives and

budgeting processes. This plan led to the development of mobile-friendly technology, a

centralized system for the delivery of online education, and accurate data collection to

implement decisions.

● The institution has documented financial resources and plans for financial development,

adequate to support its educational purposes and programs and to ensure financial


stability. The institution demonstrates a record of responsible fiscal management, has a

prepared budget for the current year, creates linkages to their Strategic Plan, conducts

monthly financial reporting, and undergoes an external financial audit on an annual basis.

STANDARD VI


Significant Accomplishments, Significant Progress, or Exemplary/Innovative Practices: ● The LIM College community’s awareness of and commitment to the Strategic Planning

process is exceptional. The plan permeates all of the institution’s operational activities

and culture. Suggestions:

● The team supports the development of dashboards or scorecards suggested by LIM

College to measure the success of initiatives in order to prioritize its support of

continuous improvement.

● Given the timing of the Self-Study, LIM decided to extend its 2012 - 2017 Strategic Plan

to 2019. The Team supports the College’s intention to undertake a timely and

comprehensive review and revision of its Strategic Plan.



REQUIREMENTS OF AFFILIATION #’s 8, 10, and 11

In the team’s judgment, the institution appears to meet the Requirements of Affiliation #’s 8, 10,

and 11.


Standard VII: Governance, Leadership, and Administration

The institution is governed and administered in a manner that allows it to realize its stated

mission and goals in a way that effectively benefits the institution, its students, and the

other constituents it serves. Even when supported by or affiliated with governmental,

corporate, religious, educational system, or other unaccredited organizations, the

institution has education as its primary purpose, and it operates as an academic institution

with appropriate autonomy.




● LIM has a governance structure comprised of a legally constituted Board of Directors and

a Board-appointed President. Board members are elected by shareholders for renewable

terms. The Board has fiduciary responsibility for oversight of the College’s financial

performance. The Board’s by-laws describe the scope of the President’s and Board’s

authority.

● A system including a cabinet, councils and committees enables input to be obtained from

key constituency groups. A Fashion Industry Advisory Board provides guidance and

suggestions from members with current expertise in the industry LIM serves.

● Governance transparency is supported by posting Board membership on the LIM website

and communicating information about the governance structure to new faculty and staff

on an annual basis. Transparency is further assured through a variety of mechanisms

including all-college meetings, participation by Board members on working groups,

forums with the President, and presentations by the President and others in senior

leadership. Regular participation by the President and Board members at events and on

trips supports both a rich and smooth flow of communication and a good understanding

of LIM’s governance structure and processes.

● Expected policies and practices assure the Board’s independence and ability to carry out

fiduciary responsibilities. This includes a conflict of interest policy and accompanying

procedures requiring verification during the onboarding process and annual disclosure of

any potential conflict of interest concerns.

● The current governance structure, by-laws, associated policies, and described practices

are designed to protect and support the institution’s ability to operate autonomously and

in the interests of LIM’s students.

● The credentials of faculty, key administrators, and senior leaders (including the President

and other members of the Board) align well with and are supportive of LIM’s mission,

vision, values, and strategic goals. All members interviewed during the visit


demonstrated a strong understanding of the organization’s purpose and a passion for

ensuring LIM’s students are well served.

● LIM’s size, structure, and critical resources are monitored, evaluated, and adjusted as

needed to support the achievement of the mission, strategic priorities, and operational

goals.

● LIM commits to and engages in regular self-assessment of the effectiveness of the

governance structure and processes, leadership, and administration. Results are reported,

shared, discussed, and used to ensure continuous improvements in institutional systems

and processes. In 2016, the addition of a new Board member with senior-level higher

education experience is one result of this process.

STANDARD VII


Significant Accomplishments, Significant Progress, or Exemplary/Innovative Practices: ● LIM has a clear and well-established governance structure and associated policies and

processes. The Board and senior leadership are exceptionally knowledgeable, involved,

and committed to the success of the institution, its mission, and its students.

Suggestions: ● The team endorses the Board’s stated commitment to further develop and implement a

formal self-assessment process.

● The team encourages continued attention to the growth and development of future

leadership capacity.

Recommendations:

● None

Requirements:

● None

REQUIREMENTS OF AFFILIATION #’s 12 and 13 In the team’s judgment, the institution appears to meet Requirements of Affiliation #’s 12 and

13.


Section D: Verification of Compliance

I. Affirmation of Continued Compliance with Requirements of Affiliation

Based on a review of the self-study and accompanying materials, interviews, and the Verification

of Compliance with Accreditation-Relevant Federal Regulations, the team affirms that the

institution continues to meet all of the Requirements of Affiliation.

II. Compliance with Accreditation-Relevant Federal Regulations

The team affirms that the institution meets all accreditation-relevant federal regulations, which is

based upon the review of the self-study report, accompanying materials, and the Verification of

Compliance with Accreditation-Relevant Federal Regulations and the evaluation visit.

Section E: Verification of Data and Student Achievement

I. Verification of Data and Self-Study Information

Team members interviewed staff from Institutional Research, Planning & Assessment, and

members of the Working Groups and the Steering Committee and found the processes LIM

College used to verify the accuracy of the data submitted as part of the self-study process

resulted in accurate information and were found in materials submitted to the team for its review.

LIM College regularly engages in verifying its data by following protocols which include several

levels of review and approval based on the nature of the data. A listing of the documents

reviewed were found in both the Appendices of the Self-Study Report and Documentation

Roadmap.

The team confirms that data and other information provided by the institution are

reasonably valid and conform to higher education expectations.

II. Student Achievement

The team members reviewed LIM College’s student achievement measures including:

● Retention rates

● Graduation rates

● Post-graduation employment rates

● Other assessment reports and information including:

○ The Peregrine Learning Assessment

○ In-house writing and presentation assessment rubrics for LIM’s senior course,

Leadership & Negotiation

○ Co-op Employer Evaluations Report


○ Learning Outcomes Assessment Undergraduate Report

○ NSSE Report

○ First Year Experience Surveys

○ Various MPS Capstone Assessment Reports

○ English Placement Exam

○ Graduate Studies Assessment Report 2015-2016

In addition, the team interviewed several LIM College representatives regarding student

assessment measures. They included:

● Patricia Curran Whiteman, Associate Director of Experiential Education

● John Deming, Director of the Writing Center

● Anahu Guzman, Associate Chair of Arts & Sciences, Director of the Math Center

● Jacqueline Jenkins, Dean of Graduate Studies

● Jacqueline Leblanc, Vice President for Planning & Assessment

● Michael Londrigan, Vice President for Academic Affairs

● Joseph Thomas, Director of Instructional Technology

● Nikisha Williams, Director of Institutional Research

● William Imbriale, Assistant Vice President for Student Success

The College has a documented systematic and sustained process to assess student learning at all

levels. Assessments are in place for general education outcomes of writing, public speaking, and

information literacy. Assessment of undergraduate programs is being conducted via a

standardized assessment, and graduate programs utilize in-house assessments.

After interviewing institutional stakeholders, the team confirms that the institution’s

approach to its student achievement goals is effective, consonant with higher education

expectations, and consistent with the institution’s mission.

Section F: Third-Party Comments (if applicable)

No Comments were received.

Section G: Conclusion

The team thanks LIM College, and we hope that the institution will be open to the ideas

contained in this report, all of which are being offered in the spirit of collegiality and peer

review.


As a reminder, the next steps in the evaluation process are as follows:

1. The institution replies to the team report in a formal written Institutional Response

addressed to the Commission.

2. The team Chair submits a Confidential Brief to the Commission, summarizing the team

report and conveying the team’s proposal for accreditation action.

3. The Commission’s Committee on Evaluation Reports carefully reviews the institutional

self-study document, the evaluation team report, the institution’s formal response, and the

Chair’s Confidential Brief to formulate a proposed action to the Commission.

4. The full Commission, after considering information gained in the preceding steps, takes

formal accreditation action and notifies the institution.

Middle States Commission on Higher Education … States Commission on Higher Education 3624 Market Street, Philadelphia, PA 19104-2680 Phone: 267-284-5000 Fax: 215-662-5501 Team Report

Documents